La psicobiología de la motivación en el desarrollo de las altas capacidades intelectuales. Revisión bibliográfica

Gómez-León, María Isabel

doi:10.1016/j.psiq.2020.01.003

Cited by 2 publications

(1 citation statement)

References 43 publications

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“…In general, we saw adaptation problems (with scores of either 3 or 4) in all of the dimensions of the TAMAI tests. Adaptive problems were more common in more capable students (Gómez-León, 2020;Rocha et al, 2020;García-Perales & Almeida, 2019;Kermarrec et al, 2020;Siaud-Facchin, 2014), which is an issue to bear in mind in their teaching and learning processes.…”

Section: Discussionmentioning

confidence: 99%

Adaptation Analysis in Students With High Mathematical Ability: Preliminary Work in the Field of Giftedness

Perales

Palomares-Ruiz

Martínez

et al. 2021

INT ELECT J MATH ED

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This study focuses on the child adaptation processes of a group of 22 students who were identified in academic year 2011/12 as having high mathematical ability. The subjects' schooling and adaptation were tracked over six school years, with a specific psycho-pedagogical evaluation test in the final year to assess their adaptation via various analytical dimensions. The results demonstrate the influence of variables related to repeating school years and academic performance on adaptation. There was also evidence of the in-fluence of diagnoses of giftedness and the type of school on adaptation, but no influence related to gender or school environment. Monitoring students' educational transition is essential for their personal and academic futures. The most capable students should be part of a comprehensive approach to diversity and inclusion for all. The academic progress of the students in our sample indicates that there is educational practices must be improved for this student.

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Section: Discussionmentioning

confidence: 99%

Adaptation Analysis in Students With High Mathematical Ability: Preliminary Work in the Field of Giftedness

Perales

Palomares-Ruiz

Martínez

et al. 2021

INT ELECT J MATH ED

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Estudio de caso sobre un incorrecto diagnóstico de TDAH

Castañeda Fernández,

Fraga Varela

2023

Pulso

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Actualmente el Trastorno por Déficit de Atención e Hiperactividad (TDAH) es una de las afecciones mentales más diagnosticadas en la infancia, al mismo tiempo que también es uno de los trastornos que más atención y preocupación suscita a nivel social. Ante este alto número de casos surge una pregunta de partida: ¿Es posible que algunos de los individuos identificados como personas con TDAH estén incorrectamente diagnosticados? Frente a esta cuestión nos vamos a centrar en un caso en concreto, en que una serie de indicadores contradecían el diagnóstico inicial de hiperactividad. Para ello se ha procedido a reevaluar las competencias cognitivas, sociales y creativas del sujeto por medio de una metodología de investigación explicativa, analítica, mixta (cuantitativa –test BAS II, RIAS, BRIEF-2, CREA- y cualitativa –observación, entrevistas y Prueba Torrance-), participativa, preordenada y comparativa. La conclusión final confirma la hipótesis de origen: el niño había sido incorrectamente diagnosticado con TDAH. De forma que este cambio de diagnóstico implica una modificación sustancial en el tratamiento e intervención con el sujeto, tanto desde el punto de vista educativo como social y familiar.

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La psicobiología de la motivación en el desarrollo de las altas capacidades intelectuales. Revisión bibliográfica

Cited by 2 publications

References 43 publications

Adaptation Analysis in Students With High Mathematical Ability: Preliminary Work in the Field of Giftedness

Adaptation Analysis in Students With High Mathematical Ability: Preliminary Work in the Field of Giftedness

Estudio de caso sobre un incorrecto diagnóstico de TDAH

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